Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS or NGSS (What) (H).2 Engage (Hook) (E).3 Students will know... (content) (Equip), Graphic Organizer andCooperative Learning (Explore), working on product (partners, teams...) (Experience) (R).4 What checking for understanding strategy was used during instruction (Rethink), Self/Peer Assessment using Checklist and/or Rubrics feedback by students and/or peers on product (Rethink/Revise), and feedback by teacher on product using Checklist and/or Rubrics (Revise/Refine). (E).5Formative Assessment:Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: self, peer, teacher (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailors) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 1.1 Students will understand that the Revolution had different effects on the economy. (Where) It is important to learn about the American Revolution and how it relates to our economy because it shaped the American government and made America what it is today.(Why) Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.(What) (H) 1.2 It is important to know the impacts of events on life, why is our market the way it is? (E) 1.3 Students will know about the Sugar Act, Stamp Act, Tea Party, Association, Sons of liberty, George Washington, Order of Events. (Equip) Students are going to use the Fact and opinion organizer to distinguish what actually happened Vs what they think happened during the Revolution and will use Round Robin to review information that will help them explain the effects of the Revolution on the economy.(Explore) The final product will assess the students ability to record a speech or Podcast and explain differences or aspects that changed the economy and why that is important. (Experience) (R) 1.4 I will be using Questioning for my checking for understanding to help students to help finalize the fact and opinion graphic organizer.(Rethink) Students will use a checklist assess each other on their Podcast to make sure they are on the right track. (Revise,Refine) I will use a checklist to provide feedback for my students to make sure they hit the points needed to on their podcast. (Revise,Refine) (E-2) 1.5 Formative Assessment:Pre-Assessment: The pre give students a survey of 5-10 questions on important facts that we should know by the end of the lesson to see what they know and what we should focus on. Checking for Understanding: During "Facts and Opinions" I will ask specific questions for students to think about content more in depth. and Timely Feedback: Teacher, Peer (T) 1.6 Tailors Verbal: While recording the podcast students be using verbal to express all of the knowledge. Logic: Visual: The graphic organizer facts and opinion will give students a visual of their thoughts on paper. Musical: We will be able to put some of the music from the Revolutionary Era to put in the background of the podcast. Kinesthetic: The round robin questionings I am going to put a twist on where we are up and moving around while reviewing content over the Revolutionary Era Intrapersonal: Students will be creating a podcast alone about the Revolutionary Era. Interpersonal: Students will use a checklist assess each other on their Podcast on the effects of the Revolution on the economy for a peer evaluation. Naturalist: (O) 1.7 Students will be able to describe the effects of the Revolution on the economy. (Explanation), Product:Podcast, Number of Days: 4-5 (Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 2.1 Students will understand that the Revolution had different effects on the economy and there were very many pivotal points in the Revolution in shaping America. (Where)You need to know that America went through very many changes and wasn't made over night, just like everything else in life there were key points in shaping it into what it is today.(Why)Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.(What) (H) 2.2 Changes impact everything, it is a ripple effect that can change the course or path of anyone or anything. (E) 2.3 Students will know about French Indian War, Sugar Act, Stamp Act, Tea Party, Boston Massacre, Association, Battle of Bunker Hill, Battle of Ticonderoga, Battle of Lexington and Concord, Thomas Paine, John Locke, Patriots, Loyalist, Sons of Liberty, Paul Revere, King George, George Washington and sequence and timeline of events.(Equip) Students will use the exit cards to help brainstorm different questions to bring to class or they will answer a question at the end of class to help get their minds going. Students will use mix freeze pair for cooperative learning during these times they will meet with other students to share ideas and help each other out on questions and concerns.(Explore) The final product will help the students gain an understanding on an important character during these times. Some students may end up creating fictional characters with the research that we have done throughout the lesson in order to create a Fakebook on that character. (Experience) (R) 2.4I will be using exit cards to help solidify some facts to help with the persuasion maps they will do for a graphic organizer. (Revise,Refine) I will use a checklist to evaluate the progress, depth and consistency of the exit cards and questions to make sure they aren't fluffing it and have info for the graphic organizers.(Revise,Refine)
(E-2) 2.5 Formative Assessment:Checking for Understanding: The students will go through an exit ticket process where they answer a question or write down a question or fact they liked about the lesson before leaving class, these questions and exit cards will help them and Timely Feedback: Teacher, Self (T) 2.6 Tailors Verbal: When students present the final product they will be able to speak in front of the class. The Checking for understanding of questioning will also help accommodate for verbal learners. Logic: Logical learners will enjoy the fact they can ask questions or answer questions during the exit ticket portion of the lesson. Visual: Visual learners will be able to see all of the important events in comparison just from the Timeline if they choose to do so. Musical: While making the Fakebook or Timeline they can research important or key music on the rise during these times. Kinesthetic: Being able to walk around during the questioning or exit ticket portion while asking or answering questions will help kinesthetic learners. Intrapersonal: Being able to self evaluate themselves or work on the project alone will help these types of learners. Interpersonal: Being able to converse with other students. Naturalist: Researching the different lives and being able to become a character through dressing up or adapting to a different environment. (O) 2.7 Students will be able to make sense of the different ways the economy was impacted during the revolution and
be open to the lives that woman, slaves and Native Americans lived. (Interpretation and Empathy)Product: Timeline and Fakebook Number of Days: 4-5 (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 3.1 Students will understand that woman, Native Americans and Slaves impacted the Revolution and there were very many pivotal points in the Revolution in shaping America.(Where) Students need to be able to persuade people that the Shaping of America was a process and that different groups played an interesting role in it as well. (Why)Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.(What) (H) 3.2 The expression throwing a wrench in plans is all too real during these times. One small event can change the course or outcome of a civilization. (E) 3.3 Students will know The different roles played by sub groups, Conflicts in the West, French Indian War, Paxton boys, Slavery, Constitution, Bunker Hill, Lexington, George Washington. (Equip) Students will use a KWL or a T-Chart in order to see how much information they know already from the other two lessons and to see where the lesson could be geared afterward. We will be doing round table discussions to help students clarify different things, bring up opinions and get creative, this could have possible role play scenarios.(Explore) I think this section has a wide variety for a final product. Students can apply their knowledge by either by exhibiting some of the turning points in the shaping of America, or argue different points they believe to be important.(Experience) (R) 3.4 I will be using the class discussions to help spark ideas for the round tables and to hopefully help them gain and insight and have an open mind toward the KWL, round table and final product. (Revise,Refine) I will have a rubric to track the progress of the students throughout and make sure that they are meeting the standards on persuasion and having an opinion. The peer part of the revisions will be at round tables making sure they each have points to argue and that they are persuasive enough.(Revise,Refine) (E-2) 3.5 Formative Assessment:Checking for Understanding: The class discussions will allow students to be interactive and have their own opinion and will allow me to see if they are on the right track with having a persuasive opinion or just arguing and Timely Feedback: Teacher, Peer (T) 3.6 Tailors Verbal: Students will put there words into text and post it onto a blog and communicate through text with classmates. Logic: Visual: Students will see their peers thoughts and be able to respond to those. Musical: Music can be included in the iMovie from the Revolutionary Era. They could play a drum beat for a marching line in their movie. Kinesthestic: While exhibiting the required material in the iMovie they will be allowed to be open ended for the amount of activity they want to include. Intrapersonal: Interpersonal:Students will be able to able to be interactive during our class discussions as well as during peer evaluations. Naturalist: These students will be able to be outside and look at different places where woman, slaves and Native Americans may have done some of their activities. (O) 3.7 Students will be able to exhibit the role of woman, slaves and Native Americans in the Revolution and argue the ways that the war shaped America.(Perspective, Application) Product: iMovie or Radio show Number of days: 6 (Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 4.1 Students will understand that there were very many pivotal points in the Revolution in shaping America. (Where) Students need to be able not only to know, but to reflect and understand the causes and effects of the Revolution.(Why)Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.(What) (H) 4.2 We can't know where to go if we can't answer the question why. This lesson will help us look at the Revolution and look at causes and effects. (E) 4.3 Students will know about French Indian War, Sugar Act, Stamp Act, Tea Party, Boston Massacre, Association, Battle of Bunker Hill, Battle of Ticonderoga, Battle of Lexington and Concord, Thomas Paine, John Locke, Patriots, Loyalist, Sons of Liberty, Paul Revere, King George, George Washington and sequence and timeline of events.(Equip) Students will use a sequence chart to put events in perspective and be able to reflect on the Revolution. (Explore) The final product of a video log will allow students to take a creative approach of making a movie trailer to express the knowledge they have gained throughout the course. (R) 4.4The Sequence chart is mostly to put ideas and facts into perspective. The peer discussions will allow students to work together to combine a wide variety of ideas. (Revise,Refine) I will use a checklist to make sure the students have put the information necessary on them to help them learn the content better. This should allow me to check their progress and make sure they will be able to complete the final assessment. (Revise,Refine) (E-2) 4.5 Formative Assessment:Checking for Understanding: To keep my students engaged we will play a ball game where I pass it to them and have them rattle off favorite fact, concept or theme, I may ask them questions as well to check for understanding. and Timely Feedback: Teacher, Peer (T) 4.6 Tailors Verbal: Verbal learners can express thoughts in the checking for understanding game. Logic: Logical learners will be able to review themselves and think critically about all of the concepts. Visual: The graphic organizer will help students put thoughts into perspective. Musical: In the movie trailer they can incorporate music from the time period in the background. Kinesthetic: Students will be engaged in the ball game during the checking for understanding. Intrapersonal: This project can be done alone or with peers. Interpersonal: The evaluation will allow students to work in small groups and discuss where to go next. Naturalist: These students will be able to be outside and look at different places where woman, slaves and Native Americans may have done some of their activities. (O) 4.7 Students will be able to recognize that America was shaped through many pivotal points during the Revolution. (Self Knowledge) Product: Movie Trailer Number of days: 5 (Organize)
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS or NGSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know... (content) (Equip), Graphic Organizer and Cooperative Learning (Explore), working on product (partners, teams...) (Experience)
(R) .4 What checking for understanding strategy was used during instruction (Rethink), Self/Peer Assessment using Checklist and/or Rubrics feedback by students and/or peers on product (Rethink/Revise), and feedback by teacher on product using Checklist and/or Rubrics (Revise/Refine).
(E) .5 Formative Assessment: Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: self, peer, teacher (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailors)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.(What)
(H) 1.2 It is important to know the impacts of events on life, why is our market the way it is?
(E) 1.3 Students will know about the Sugar Act, Stamp Act, Tea Party, Association, Sons of liberty, George Washington, Order of Events. (Equip) Students are going to use the Fact and opinion organizer to distinguish what actually happened Vs what they think happened during the Revolution and will use Round Robin to review information that will help them explain the effects of the Revolution on the economy.(Explore) The final product will assess the students ability to record a speech or Podcast and explain differences or aspects that changed the economy and why that is important. (Experience)
(R) 1.4 I will be using Questioning for my checking for understanding to help students to help finalize the fact and opinion graphic organizer.(Rethink) Students will use a checklist assess each other on their Podcast to make sure they are on the right track. (Revise,Refine) I will use a checklist to provide feedback for my students to make sure they hit the points needed to on their podcast. (Revise,Refine)
(E-2) 1.5 Formative Assessment: Pre-Assessment: The pre give students a survey of 5-10 questions on important facts that we should know by the end of the lesson to see what they know and what we should focus on. Checking for Understanding: During "Facts and Opinions" I will ask specific questions for students to think about content more in depth. and Timely Feedback: Teacher, Peer
(T) 1.6 Tailors
Verbal: While recording the podcast students be using verbal to express all of the knowledge.
Logic:
Visual: The graphic organizer facts and opinion will give students a visual of their thoughts on paper.
Musical: We will be able to put some of the music from the Revolutionary Era to put in the background of the podcast.
Kinesthetic: The round robin questionings I am going to put a twist on where we are up and moving around while reviewing content over the Revolutionary Era
Intrapersonal: Students will be creating a podcast alone about the Revolutionary Era.
Interpersonal: Students will use a checklist assess each other on their Podcast on the effects of the Revolution on the economy for a peer evaluation.
Naturalist:
(O) 1.7 Students will be able to describe the effects of the Revolution on the economy. (Explanation),
Product:Podcast, Number of Days: 4-5 (Organize)
Lesson 2
(H) 2.2 Changes impact everything, it is a ripple effect that can change the course or path of anyone or anything.
(E) 2.3 Students will know about French Indian War, Sugar Act, Stamp Act, Tea Party, Boston Massacre, Association, Battle of Bunker Hill, Battle of Ticonderoga, Battle of Lexington and Concord, Thomas Paine, John Locke, Patriots, Loyalist, Sons of Liberty, Paul Revere, King George, George Washington and sequence and timeline of events.(Equip) Students will use the exit cards to help brainstorm different questions to bring to class or they will answer a question at the end of class to help get their minds going. Students will use mix freeze pair for cooperative learning during these times they will meet with other students to share ideas and help each other out on questions and concerns.(Explore) The final product will help the students gain an understanding on an important character during these times. Some students may end up creating fictional characters with the research that we have done throughout the lesson in order to create a Fakebook on that character. (Experience)
(R) 2.4I will be using exit cards to help solidify some facts to help with the persuasion maps they will do for a graphic organizer. (Revise,Refine) I will use a checklist to evaluate the progress, depth and consistency of the exit cards and questions to make sure they aren't fluffing it and have info for the graphic organizers.(Revise,Refine)
(E-2) 2.5 Formative Assessment: Checking for Understanding: The students will go through an exit ticket process where they answer a question or write down a question or fact they liked about the lesson before leaving class, these questions and exit cards will help them and Timely Feedback: Teacher, Self
(T) 2.6 Tailors
Verbal: When students present the final product they will be able to speak in front of the class. The Checking for understanding of questioning will also help accommodate for verbal learners.
Logic: Logical learners will enjoy the fact they can ask questions or answer questions during the exit ticket portion of the lesson.
Visual: Visual learners will be able to see all of the important events in comparison just from the Timeline if they choose to do so.
Musical: While making the Fakebook or Timeline they can research important or key music on the rise during these times.
Kinesthetic: Being able to walk around during the questioning or exit ticket portion while asking or answering questions will help kinesthetic learners.
Intrapersonal: Being able to self evaluate themselves or work on the project alone will help these types of learners.
Interpersonal: Being able to converse with other students.
Naturalist: Researching the different lives and being able to become a character through dressing up or adapting to a different environment.
(O) 2.7 Students will be able to make sense of the different ways the economy was impacted during the revolution and
be open to the lives that woman, slaves and Native Americans lived.
(Interpretation and Empathy) Product: Timeline and Fakebook Number of Days: 4-5 (Organize)
Lesson 3
(H) 3.2 The expression throwing a wrench in plans is all too real during these times. One small event can change the course or outcome of a civilization.
(E) 3.3 Students will know The different roles played by sub groups, Conflicts in the West, French Indian War, Paxton boys, Slavery, Constitution, Bunker Hill, Lexington, George Washington. (Equip) Students will use a KWL or a T-Chart in order to see how much information they know already from the other two lessons and to see where the lesson could be geared afterward. We will be doing round table discussions to help students clarify different things, bring up opinions and get creative, this could have possible role play scenarios.(Explore) I think this section has a wide variety for a final product. Students can apply their knowledge by either by exhibiting some of the turning points in the shaping of America, or argue different points they believe to be important.(Experience)
(R) 3.4 I will be using the class discussions to help spark ideas for the round tables and to hopefully help them gain and insight and have an open mind toward the KWL, round table and final product. (Revise,Refine) I will have a rubric to track the progress of the students throughout and make sure that they are meeting the standards on persuasion and having an opinion. The peer part of the revisions will be at round tables making sure they each have points to argue and that they are persuasive enough.(Revise,Refine)
(E-2) 3.5 Formative Assessment: Checking for Understanding: The class discussions will allow students to be interactive and have their own opinion and will allow me to see if they are on the right track with having a persuasive opinion or just arguing and Timely Feedback: Teacher, Peer
(T) 3.6 Tailors
Verbal: Students will put there words into text and post it onto a blog and communicate through text with classmates.
Logic:
Visual: Students will see their peers thoughts and be able to respond to those.
Musical: Music can be included in the iMovie from the Revolutionary Era. They could play a drum beat for a marching line in their movie.
Kinesthestic: While exhibiting the required material in the iMovie they will be allowed to be open ended for the amount of activity they want to include.
Intrapersonal:
Interpersonal:Students will be able to able to be interactive during our class discussions as well as during peer evaluations.
Naturalist: These students will be able to be outside and look at different places where woman, slaves and Native Americans may have done some of their activities.
(O) 3.7 Students will be able to exhibit the role of woman, slaves and Native Americans in the Revolution and argue the ways that the war shaped America.(Perspective, Application) Product: iMovie or Radio show Number of days: 6 (Organize)
Lesson 4
(H) 4.2 We can't know where to go if we can't answer the question why. This lesson will help us look at the Revolution and look at causes and effects.
(E) 4.3 Students will know about French Indian War, Sugar Act, Stamp Act, Tea Party, Boston Massacre, Association, Battle of Bunker Hill, Battle of Ticonderoga, Battle of Lexington and Concord, Thomas Paine, John Locke, Patriots, Loyalist, Sons of Liberty, Paul Revere, King George, George Washington and sequence and timeline of events.(Equip) Students will use a sequence chart to put events in perspective and be able to reflect on the Revolution. (Explore) The final product of a video log will allow students to take a creative approach of making a movie trailer to express the knowledge they have gained throughout the course.
(R) 4.4The Sequence chart is mostly to put ideas and facts into perspective. The peer discussions will allow students to work together to combine a wide variety of ideas. (Revise,Refine) I will use a checklist to make sure the students have put the information necessary on them to help them learn the content better. This should allow me to check their progress and make sure they will be able to complete the final assessment. (Revise,Refine)
(E-2) 4.5 Formative Assessment: Checking for Understanding: To keep my students engaged we will play a ball game where I pass it to them and have them rattle off favorite fact, concept or theme, I may ask them questions as well to check for understanding. and
Timely Feedback: Teacher, Peer
(T) 4.6 Tailors
Verbal: Verbal learners can express thoughts in the checking for understanding game.
Logic: Logical learners will be able to review themselves and think critically about all of the concepts.
Visual: The graphic organizer will help students put thoughts into perspective.
Musical: In the movie trailer they can incorporate music from the time period in the background.
Kinesthetic: Students will be engaged in the ball game during the checking for understanding.
Intrapersonal: This project can be done alone or with peers.
Interpersonal: The evaluation will allow students to work in small groups and discuss where to go next.
Naturalist: These students will be able to be outside and look at different places where woman, slaves and Native Americans may have done some of their activities.
(O) 4.7 Students will be able to recognize that America was shaped through many pivotal points during the Revolution. (Self Knowledge) Product: Movie Trailer Number of days: 5 (Organize)
2004 ASCD and Grant Wiggins and Jay McTighe